Search results for author:"Dazhi Yang"
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Instructional Strategies and Course Design for Teaching Statistics Online: Perspectives from Online Students
International Journal of STEM Education Vol. 4, No. 1 (2017)
Background: Teaching online is a different experience from that of teaching in a face-to-face setting. Knowledge and skills developed for teaching face-to-face classes are not adequate preparation for teaching online. It is even more challenging to...
The Effects of Faculty Status, Faculty Gender, Field of Study, and Class Size on the Use of Blogs, Wikis, and Discussion Boards
International Journal of Information and Communication Technology Education Vol. 13, No. 2 (April 2017) pp. 52–64
This study examined faculty's use of time intensive Web 2.0 technologies (blogs, discussion forums, and wikis) in teaching during a university's quest for higher research productivity and higher ranking in the Carnegie Classification. Results show...
Transitioning from Face-to-Face to Online Instruction: How to Increase Presence and Cognitive/Social Interaction in an Online Information Security Risk Assessment Class
International Journal of Information and Communication Technology Education Vol. 3, No. 2 (April 2007) pp. 41–50
This article briefly reviews two important goals in online education: interaction and presence. These are important goals in online education because they are linked to learning and motiva-tion to learn. The article provides guidelines and an...
Impact of Cultural Differences on Students' Participation, Communication, and Learning in an Online Environment
Journal of Educational Computing Research Vol. 43, No. 2 (2010) pp. 165–182
Being aware of cultural differences and knowing how to deal with related differences is critical for the success of online learning and training that involves learners from multiple countries and cultures. This study examines the perceived...
Online Learning Journal Vol. 15, No. 3 (Jun 22, 2011)
The intent of this study was to learn about students\u2019 perceived barriers and the impact of those barriers on the quality of online discussions between two distinct cultural groups in Eastern and Northern Siberia (Russia). A mixed-methods...
Journal of Asynchronous Learning Networks Vol. 15, No. 3 (June 2011) pp. 68–80
The intent of this study was to learn about students' perceived barriers and the impact of those barriers on the quality of online discussions between two distinct cultural groups in Eastern and Northern Siberia (Russia). A mixed-methods approach...
Interactive Learning Environments Vol. 26, No. 7 (2018) pp. 958–969
Limited research has been conducted on how to incorporate computer-supported collaborative learning into translation instruction despite the potential benefits. A study was conducted with a group of college English majors in China to examine the...
Undergraduate Research Experience in Cybersecurity for Underrepresented Students and Students with Limited Research Opportunities
Journal of STEM Education Vol. 19, No. 5 (Feb 27, 2019)
Undergraduate research opportunities have expanded from elite universities in the United States to universities and learning institutions of all ranks and sizes. Research studies have showed some positive outcomes of the research experience for...
Australasian Journal of Educational Technology Vol. 32, No. 5 (Dec 01, 2016)
When electronic portfolios (e-portfolios) are employed as summative assessments for degree granting programs, it is imperative that students demonstrate their knowledge in the field to showcase learning growth and achievement of the program learning ...
The Development of a Content Analysis Model for Assessing Students' Cognitive Learning in Asynchronous Online Discussions
Educational Technology Research and Development Vol. 59, No. 1 (February 2011) pp. 43–70
The purpose of this study was to develop and validate a content analysis model for assessing students' cognitive learning in asynchronous online discussions. It adopted a fully mixed methods design, in which qualitative and quantitative methods were ...
The Digital Age Literacy Professional Development Initiative: Factors Influencing Teachers' Implementation of Skills and Strategies
Teacher Education and Practice Vol. 20, No. 3 (2007) pp. 239–262
This research examines factors that influenced teachers' decisions to participate in professional development activities and, subsequently, to implement ideas gained through their participation. Twenty-four teachers who were employed by an urban...